Teaching Learning Enhancement Cell Course Plan Template

COURSE PLAN

SECTION I

Class MPCO Semester I

Course Code MPC133 Course Title Quantitative Research Methods

Hours 60 Hours per week 4

Faculty name Anjali Miriam Dey Contact details anjali.miriam@christuniversity.in

(email, Cabin No,
Office Hours) Cabin 872, 8th floor, Central Block

Credits 4 Course Type Theory

Class policies Guidelines:

and guidelines
You can expect the facilitator to:
● Start and end class on time
● Reply to emails within 2-3 days except during holidays and
vacations. In case of emergencies, kindly mark the email as
URGENT and the students can expect a faster reply.
● Provide feedback for your assignments.
● Provide appointments at a mutually convenient time to discuss
doubts regarding the course and other academic topics.
● Maintain confidentiality of the discussions EXCEPT in situations
that involve substantial breach of the University Policies and/or
situations involving any harm to self or others.

Healthy academic practices:

● Readings shall be assigned for each class. Read them and come
prepared.
● Every student is required to take part in all the classroom activities.
Take active part in class discussions, contributing to intellectual
inquiry
● Train yourself in effective note-taking

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

● Make every effort to utilise resources available in the University,

including but not limited to the library, internet resources
● Be respectful of your classmates and facilitators
● Contribute effectively to group assignments and discussions.
● Make productive use of your time in the University through active
learning experiences and building professional networks.
● Activities in the class are designed to facilitate thinking and activate
curiosity. All the students are expected to participate actively in the
class.

Ground Rules:
● Professional attire
● No personal attack/bullying
● No sarcasm, foul language, derogatory words
● Do not circulate or use course content without permission of the
teacher
● Sleeping, eating and using mobile phones during the session are
strictly not allowed.
● Highly suggested to bring a laptop with working JAMOVI software
installed in the system
● Students are required to read the portions given and come prepared
to class

Course This course is offered to students in the first semester to introduce them to the tradition
Description/C of quantitative research in psychology. It begins by discussing the philosophical
ourse foundations of quantitative research, followed by the scientific process of research.
Objective Students are expected to identify the links between the scientific process of research
and the development of counselling psychology. Students will be introduced to research
designs, data collection and sampling methods and application of basic statistical
methods in quantitative psychology. The course also provides opportunities to practice
skills of research in laboratory settings.

Course ● CO1: Demonstrate knowledge of research designs in quantitative research and the
Learning scientific process of research
Outcomes
● CO2: Apply knowledge about basic descriptive and correlational statistics and
visualisation of quantitative data
● CO3: Design an experiment with manipulation can control the variables
● CO4: Differentiate various data collection and sampling methods employed in
quantitative research

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

● CO5: Write a quantitative research proposal in the domain of Psychology

SECTION II

Unit Unit details Week Hours Teaching Resource/ Reference

number (starting per learning methods details
and title and end week used)/ activities
dates) and or class
trips/ dates for
assessment

Unit-1: Philosophical 18th June 4 hours Discussion; Gravetter, F. J., &

Foundatio roots of to 22nd PPT Wallnau, L. B. (2002).
ns of June Essentials of statistics for
quantitative the behavioral sciences
Quantitati
research; History (4th ed.).
ve
of scientific Wadsworth/Thomson
Research
research in Learning.
Methods
psychology; Coolican, H. (2004).
in
Research Methods and
Psycholog Definition of Statistics in Psychology.
y research Hoddes Arnold.

Experimental, 24th June 4 hours Group activity; Gravetter, F. J., &

Exploratory, to 29th Flipped Wallnau, L. B. (2002).
June Classroom; Essentials of statistics for
Correlational and the behavioral sciences
Discussions; PPT;
Descriptive (Groups read the (4th ed.).
research in research articles Wadsworth/Thomson
psychology; uploaded in the Learning.
Moodle and Coolican, H. (2004).
present general Research Methods and
characteristics Statistics in Psychology.
about the Hoddes Arnold.
research)

Purpose and need 1st July 3 hours Problem-based Gravetter, F. J., &
of psychological to 6th learning, PPT; Wallnau, L. B. (2002).
July Article Essentials of statistics for
research; Ethical the behavioral sciences
issues in (4th ed.).
psychological Wadsworth/Thomson
research Learning.

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

Coolican, H. (2004).
Research Methods and
Statistics in Psychology.
Hoddes Arnold.
https://time.com/5255779
/asperger-syndrome-nazi-
germany-history/

Unit-2 Conceptualizatio 8th July 5 hours Problem-based Gravetter, F. J., &

Process of n of a study aim to 13th learning, PPT; Wallnau, L. B. (2002).
Quantitati July Quiz/Time-base Essentials of statistics for
and rationale; the behavioral sciences
ve d activity in
Purpose of (4th ed.).
Research class
causality and Wadsworth/Thomson
experimentation; Learning.
Formulation of Coolican, H. (2004).
Research Methods and
research Statistics in Psychology.
problems; Hoddes Arnold.
Definition and
nature of
variables, types -
Independent and
dependent;

Operationally 15th July Problem-based Gravetter, F. J., &

defining to 19th learning; PPT; Wallnau, L. B. (2002).
July Time-based Essentials of statistics for
variables; the behavioral sciences
activity in class
Definition and (4th ed.).
types of Wadsworth/Thomson
hypotheses- null, Learning.
alternate, Coolican, H. (2004).
Research Methods and
directional versus Statistics in Psychology.
non-directional; Hoddes Arnold.
Visualization of
data through
graphs

Steps in 22nd July 4 hours Problem-based Coolican, H. (2004).

quantitative to 27th learning; PPT; Research Methods and
July Flipped Statistics in Psychology.
research (5 hours
classroom Hoddes Arnold.

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

of lab work
dedicated to
developing
problem
statement and a
hypothesis is
suggested)

CIA1: 3rd to 16th August, 2024 (Submission link open from 12th to 16th August)

Unit-3 Population and 29th July 4 hours Problem-based Gravetter, F. J., &
Sampling sample: Basic to 3rd learning; PPT; Wallnau, L. B. (2002).
Technique August Group activity; Essentials of statistics for
assumptions; the behavioral sciences
s and Data Flipped
Sampling (4th ed.).
Collection Classroom
distribution; Wadsworth/Thomson
Sampling Learning.
techniques: Coolican, H. (2004).
Research Methods and
probability and Statistics in Psychology.
non-probability Hoddes Arnold.
sampling

Sample size, 5th 4 hours Problem-based Coolican, H. (2004).

August to learning, PPT; Research Methods and
effect size and
10th Time-based Statistics in Psychology.
power August activity in class Hoddes Arnold.
Methods of data Gravetter, F. J., &
collection: Wallnau, L. B. (2002).
Essentials of statistics for
observational the behavioral sciences
methods, (4th ed.).
Wadsworth/Thomson
surveys,
Learning
questionnaires,
interviewing
methods,

Case study 12th 3 hours Demonstration Coolican, H. (2004).

methods and August to sessions; Practice Research Methods and
17th problems; Group Statistics in Psychology.
psychometric August activity; PPT Hoddes Arnold.
tests

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

Unit-4 Observational, 19th 4 hours Demonstration Coolican, H. (2004).

Non-Exper Exploratory August to sessions; Practice Research Methods and
imental 24th problems; Group Statistics in Psychology.
and August activity; PPT Hoddes Arnold.
Quasi-exp
erimental
Research
Designs

Correlational and 26th 4 hours Problem-based Coolican, H. (2004).

descriptive August to learning; PPT; Research Methods and
31st Demonstration; Statistics in Psychology.
research in August Flipped Hoddes Arnold.
psychology; Gravetter, F. J., &
classroom
Examples; Wallnau, L. B. (2002).
Evaluating Essentials of statistics for
the behavioral sciences
reliability and
(4th ed.).
validity in Wadsworth/Thomson
research design Learning
and measurement

Application: 2nd 3 hours Problem-based Coolican, H. (2004).

Visualization of Septembe learning; PPT; Research Methods and
r to 7th Demonstration; Statistics in Psychology.
data through Septembe Flipped Hoddes Arnold.
Histograms, r Gravetter, F. J., &
classroom
Boxplots; Wallnau, L. B. (2002).
Descriptive Essentials of statistics for
the behavioral sciences
statistics
(4th ed.).
- measures of Wadsworth/Thomson
central tendency Learning
and variability;
Tests of
relationship -
Pearson’s and
Spearman’s
correlation

Unit 5: Adequate vs 9th 4 hours Problem-based Coolican, H. (2004).

Experimen Inadequate Septembe learning; PPT; Research Methods and
tal r to 14th Demonstration; Statistics in Psychology.
(faulty) research Septembe
Research Flipped Hoddes Arnold.
design; Types of r
Design Classroom

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

and experimental Gravetter, F. J., &

Beyond design based on Wallnau, L. B. (2002).
Essentials of statistics for
subjects and the behavioral sciences
factors; (4th ed.).
Wadsworth/Thomson
Learning

CIA 2: 24th September 2024

Within-subjects, 16th 4 hours Problem-based Coolican, H. (2004).

between-subjects Septembe learning; PPT; Research Methods and
r to 21st Demonstration; Statistics in Psychology.
Septembe Flipped Hoddes Arnold.
r Gravetter, F. J., &
Classroom
Wallnau, L. B. (2002).
Essentials of statistics for
the behavioral sciences
(4th ed.).
Wadsworth/Thomson
Learning

Single-subject, 23rd 4 hours Problem-based Coolican, H. (2004).

single-factor, and Septembe learning; PPT; Research Methods and
r to 28th Demonstration; Statistics in Psychology.
factorial design Septembe Flipped Hoddes Arnold.
r Gravetter, F. J., &
Classroom
Wallnau, L. B. (2002).
Essentials of statistics for
the behavioral sciences
(4th ed.).
Wadsworth/Thomson
Learning

Sources of error 30th 4 hours Problem-based Coolican, H. (2004).

variance and its Septembe learning; PPT; Research Methods and
r to 5th Demonstration; Statistics in Psychology.
management in October Flipped Hoddes Arnold.
the various types Gravetter, F. J., &
Classroom
of experimental Wallnau, L. B. (2002).
designs Essentials of statistics for
the behavioral sciences
(4th ed.).
Wadsworth/Thomson
Learning

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

Mixed design 7th 2 hours Problem-based Coolican, H. (2004).

October learning; PPT; Research Methods and
to 12th Demonstration; Statistics in Psychology.
October Flipped Hoddes Arnold.
Classroom Gravetter, F. J., &
Wallnau, L. B. (2002).
Essentials of statistics for
the behavioral sciences
(4th ed.).
Wadsworth/Thomson
Learning

SECTION III
Course Outcomes and Programme Outcome Mapping

Course Programme Outcomes (please take up the strength mapping here, map your COs
Outcomes to POs at -, 1, 2, and 3)
PO1: PO2: Practice PO3: Exhibit PO4: PO5: PO6:
Demonstrate evidence-base an emerging Design, Demonstrate Demonstrate
knowledge of d and professional impleme a critical skills of
the theoretical culturally-sen identity and an nt, understanding leadership,
foundations of sitive openness to evaluate, of creativity, and
counselling counselling ongoing interpret, professional, social
psychology and based in a personal and and ethical, and sensitivity to
its application in holistic model professional dissemin legal policies recognise the
diverse contexts of mental development ate and needs of the
and populations. health through psycholo procedures in community
services for engagement in gical mental health and become
individuals, relevant research and active agents
couples, professional to solve counselling of change.
families, and organisations, real practice.
groups. continued world
learning, and problems
reflexive .
practices.

CO1: 1 - - 3 1
Demonstrate
knowledge of
research designs
in quantitative
research and the
scientific process
of research

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

CO2: Apply - - - 3 -
knowledge about
basic descriptive
and correlational
statistics and
visualization of
quantitative
data

CO3: Design an - - - 3 -
experiment with
manipulation can
control the
variables

CO4: Differentiate - - - 3 1
various data
collection and
sampling methods
employed in
quantitative
research

CO5: Write a 1 2
quantitative
research proposal
in the domain of
Psychology

Course Outcome and Continuous Internal Assessment Mapping

Learning Outcomes of the course Components of assessment

CIA I (30) CIA II (32 ESE (50)

converted to
35)

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

CO1: Demonstrate knowledge of research 15 5 20

designs in quantitative research and the scientific
process of research

CO2: Apply knowledge about basic descriptive - 17 10

and correlational statistics and visualization of
quantitative data

CO3: Design an experiment with manipulation - 3 10

can control the variables

CO4: Differentiate various data collection and - 5 10

sampling methods employed in quantitative
research

CO5: Write a quantitative research proposal in 15 5 -

the domain of Psychology

Assessment outline:

CIA I CIA II Attendance ESE

30 marks 35 marks 5 marks 50 (converted to 30 marks)

SECTION IV
Assessment Description:
CIA 1: Reflection on Philosophy in Research Design

Date of submission: 3rd to 16th August, 2024 (Submission link open from 12th to
16th August)
Place of exam: Online submission (1400 to 1450 words)
Time: 2 hours
Marks: 30 marks

Assessment objective
To know the students’ understanding of basic concepts in quantitative research and
ability to express logic in the philosophy of designing a research

Assignment Description

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

The three part assignment consists of reflecting on a list of five future research questions in
counselling psychology and reflecting their worldviews, randomly distribute the assignments to
classmates who will read and give a critique on the worldview, and the student finally has to give
a response by either supporting or opposing the feedback given about their worldview.

Part 1: Students will start reflecting on their worldviews within quantitative research.
For the first part, the students will read through a list of five research questions and reflect on one
question and their worldview to approach the research. The topics can be any latest research
questions published in recent journal articles. Write a maximum 1000-1050 word write-up on
their approach to the research question. The write-up will include an introduction to their
worldview, the ontological, and epistemological positions along with the justification for their
approach to the research question; and the research design they will adapt for their research will
include main research objectives, variables identified, hypothesis (null or alternative), and any
ethical issues they think they will face as a part of the research. The student will receive seven
days to work on the report. The submission will be on Moodle on 8th.
Part 2: The reports will be randomly distributed in the class and the student will have to
read the report assigned to them. Critique the report on the basis of what is written in the report.
Add a 200-250 word reflection on what you feel about the student’s approach to the research
question and worldview. The reflection can be in support or opposing the stance of the student.
Every student will have to be professional in their feedback and ensure that feedback has both
focus on both the strengths and weaknesses of the report. The student will receive two day to
reflect on the report and submit the report back. The student will receive the randomly assigned
reports in their email. They will add their reflection to the end of the report and upload the new
report in the moodle page on 10th.
Part 3: The students will receive their original report along with the reflection from their
classmate. Based on the reflection received, the student will comment on their justification for
using the worldview. Comments can also be in support with the reflection but justification needs
to be provided for it. The student will write a 400-450 word reflection and add it to the end of the
report. The student will receive five days to submit the final report to their moodle page on 16th
morning.

Evaluation Criteria
1. Clarity of worldview (5 marks)
2. Justification of approach (5 marks)
3. Alignment with worldview (5 marks)
4. Feasibility and practicality (5 marks)
5. Engagement with reflection (5 marks)
6. Justification and suggestions for revision (5 marks)

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

General policies
• Students found engaging in malpractice would be failed for the CIA after which they will
have to pay the fine and do the repeat assignment
• Using ChatGPT or other AI platforms will be heavily scritinized. The teacher will have
the freedom to cross-question the student about their submission. Based on the response,
the teacher will make a final decision if malpractice is detected.
• Zero tolerance to plagiarism. Plagiarized documents will not be evaluated and will be
marked zero.
• The document needs to be submitted in APA format (including intext citation and
referencing)
• Any doubts regarding the CIA should be clarified in the class; there won’t be individual
clarification or explanation at a later point.
• All students must be present on the day of the CIA.
• Students are highly discouraged from taking a leave during the CIA time. Students who
miss the CIA will have to pay the fine and do the repeat CIA

Learning outcome
CO1: Demonstrate knowledge of research designs in quantitative research and the
scientific process of research
CO4: Write a quantitative research proposal in the domain of Psychology

CIA II- Scenario-based Sampling Method, Data Analysis and Reporting

Date of submission: 24th September 2024

Total Score: 35 Marks
Time: 2 hours
Submission: In-class assignment

Assessment Objective:
The objective of the CIA is to test students’ understanding of sampling methods and data
analysis and reporting.

COs attained:
1. CO2: Apply knowledge about basic descriptive and correlational statistics and
visualization of quantitative data
2. CO3: Design an experiment with manipulation can control the variables
3. CO4: Differentiate various data collection and sampling methods employed in
quantitative research

Faculty Name: Anjali Miriam Dey Department: Psychology

Teaching Learning Enhancement Cell Course Plan Template

Assessment Description:
The students are given different scenarios with two sets of problem statements. They are required
to:
1. Describe the research problem, identify the variables and write apt hypothesis
2. Give a brief description of an apt sampling method
3. Make decision and justify using the test statistics, and provide the test assumptions
4. Download the data file from Moodle page and use the apt statistics for testing hypothesis
using JAMOVI (save the output file for uploading into the Moddle page)
5. Interpret the output and report the findings in APA format

General policies
• The assignment needs to be written and submitted to the teacher. Since it is a written
assignment, teachers will monitor the class during the CIA to ensure that students do not
engage in malpractice.
• Students found engaging in malpractice would be failed for the CIA after which they will
have to pay the fine and do the repeat assignment
• JAMOVI output needs to be submitted on the Moodle page
• Zero tolerance to plagiarism. Plagiarized documents will not be evaluated and marked
zero.
• The document needs to be submitted in APA format (intext citation and referencing).
• Any doubts regarding the CIA should be clarified in the class; there won’t be individual
clarification or explanation at a later point.
• All students must be present on the day of the CIA.
• Students are highly discouraged from taking a leave during the CIA time. Students
MUST inform the teacher if they are facing an unfortunate situation and hence cannot
appear for the CIA. They will have to pay the fine and do the repeat CIA

Evaluation Criteria
1. Describe the research problem (2)
2. Identify variables and hypothesis (3)
3. Sampling method (5)
4. Research Design (5)
5. Statistics for testing hypothesis and assumptions (3)
6. Justification for using the statistics (2)
7. Report the findings (7)
8. Interpret output (4)
9. Jamovi output (1)

Attendance: 5 marks

Note. All CIAS are must pass assessments with a passing grade of 50%. Students must pass both the CIAs with a minimum of 33/65 to be eligible

to write the ESE.

Faculty Name: Anjali Miriam Dey Department: Psychology